The Integration of Information Technology in College English Courses

This paper explores the integration of Information Technology in college English courses based on empirical research. A questionnaire about the current situation of educational technology training was conducted in three universities of Changchun City in China with 200 subjects selected. After analyzing the figures obtained, the paper deduces the conclusion that three ways contribute to the integration. The first step is to improve gradually the college English teachers’ educational technology training which proves to be necessary; Secondly, the Blended Learning Model is the key to the integration of Information Technology in extensive reading courses; Last but not least, computer software such as CAVOCA and Webquest is more effective in the course of listening and speaking.

Educational technology training workshops for mathematics teachers: An exploration of perception changes

<p>This study examined the effects of educational technology training workshops on perception changes of mathematics teachers. Three perceptions, namely, pedagogical orientation, efficacy, and liking in relation to technology integration, were explored in this study. Two research questions were addressed: Do educational technology training workshops affect teachers' perceptions of technology integration? What are the factors that influence changes of teachers' perceptions? The findings indicated that: (a) there were general effects of training on perception changes in pedagogical orientation and efficacy and (b) instructor, teachers' characteristics, pre-workshop experience, and workshop evaluation were significant factors influencing perception changes. While the overall findings mirrored those of previous studies examining teachers' beliefs about and attitudes towards technology integration in education, this study found that, compared with the younger mathematics teachers, the senior mathematics teachers' perceived efficacy increased but not their beliefs about the educational benefits of using technology after training. This suggests that the usual strategy of "one size fits all" does not appear to work and a more teacher-based training model is deemed necessary to engage all teachers in technology integration in education.</p>